社会语言学心理词汇

社会语言学心理词汇本文简介：心理词汇对外语词汇教学的意义mentallexiconandL2vocabularylearning1.Introduction2.Thedefinitionsofmentallexicon3.ThedifferencebetweenL1mentallexiconandL2mentallexicon

社会语言学心理词汇本文内容：

心理词汇对外语词汇教学的意义mental

lexicon

and

L2

vocabulary

learning

1.

Introduction

2.

The

definitions

of

mental

lexicon

3.

The

difference

between

L1

mental

lexicon

and

L2

mental

lexicon

4.

Implications

of

mental

lexicon

on

the

vocabulary

teaching

Definitions

of

mental

lexicon

Mental

lexicon

is

something

like

a

paper

dictionary,but

not

as

visible

as

a

paper

dictionary

with

a

series

of

entries.

J.C.

Richards

(2000)

defines

mental

lexicon

as

a

mental

system

that

contains

all

the

ination

a

person

knows

about

words.

According

to

psychologist,people’s

knowledge

of

a

word

includes

(a)

knowing

how

a

word

is

pronounced;

(b)

the

grammatical

patterns

with

which

a

word

is

used;

(c)

the

meaning

or

meanings

of

the

word.

Gui

Shichun

thinks

(2000)

the

study

of

mental

lexicon

mainly

concerns

how

words

are

stored

in

one’s

memory

and

how

words

are

connected

when

they

are

needed

in

speech

or

writing.

Gui

cites

Aitchison

to

illustrate

the

difference

between

mental

lexicon

and

traditional

book

dictionary.

First,mental

lexicon

is

not

organized

in

the

same

alphabetical

order

as

traditional

book

dictionary.

Second,book

dictionary

contains

a

definite

number

of

words

and

is

often

leg

behind

the

constant

development

of

language

while

mental

lexicon

is

not

fixed

with

constant

appearance

or

disappearance

of

new

or

old

words,new

meanings

for

words

and

even

new

pronunciations.

Third,a

most

important

one,mental

lexicon

contains

much

more

ination

than

book

dictionary.

The

domains

of

mental

lexicon

s

and

word

meanings

Both

and

meaning

play

a

part

in

the

development

of

L2

mental

lexicon

with

one

of

them

as

the

dominant

factor

at

different

phases

of

such

a

development.

It

is

no

doubt

that

lexical

choice

and

meaning

are

intimately

linked.

Grammar

and

lexicon

Collocation

Difference

between

L1

mental

lexicon

and

L2

mental

lexicon

Mental

lexicon

develops

in

a

similar

way

as

L1

mental

lexicon

does,but

with

its

own

particularities.

The

two

major

differences

between

the

L1

and

L2

learners

are

that

L2

learner

is

at

a

more

advanced

stage

of

development

in

both

physical

and

cognitive

terms

and

has

already

been

through

the

process

of

acquiring

a

language.

They

thus

leave

out

many

periods

that

a

L1

learner

has

to

experience.

This

involves

many

other

differences

between

L1

and

L2

learners

such

as

in

the

phonetic

domain

and

in

conceptual/

semantic

domain.

In

the

phonetic

domain,just

as

pre-verbal

L1

learners

have

to

struggle

to

replicate

the

sound

shapes

of

the

language

of

their

environment

from

a

starting

point

---babbling

---which

is

not

necessarily

very

helpful

phonetically,so

L2

learners

have

to

come

to

grips

with

sounds

of

the

L2

that

may

bear

little

resemblance

to

those

of

their

L1.

While

L2

learners

have

internalized

the

principle

of

phonetic

distinctions

and

its

role

in

keeping

lexical

items

distinct,they,like

L1

learners,still

have

to

work

out

which

phonetic

differences

are

phonetic

and

which

are

not;

indeed,the

fact

of

having

one

phonological

system

already

in

place

can

be

a

source

of

hindrance

as

much

as

of

help

in

this

matter.

In

the

conceptual/

semantic

domain,there

are

too

parallels

between

L1

and

L2

lexical

development.

Of

course,L2

learners

start

from

further

down

the

road

of

concept

development

than

infants

confronting

the

task

of

L1

acquisition.

Indeed,many

of

the

meanings

and

meaning

hierarchies

that

are

lexicalized

in

a

given

L1

and

have

already

been

internalized

by

the

L2

learner

will

be

recyclable

with

only

minimal

adjustment

in

L2.

And,however

close

the

cultural

overlap

between

two

language

communities;

there

will

always

be

areas

and

items

of

meaning

which

do

not

correspond.

In

some

instances

(

like

Chinese

learners

studying

English

),the

L2

learners

are

faced

with

totally

new

concepts.

More

often

---

and

perhaps

more

problematically

---

the

meanings

of

the

L2,reflecting

the

cultural

specialties

of

its

particular

language

community,are

differently

structured

and

distributed

as

compared

with

those

of

the

L1.

The

existence

of

L1

knowledge

can

admittedly

be

seen

as

setting

the

L2

versions

of

these

phenomena

apart

in

some

sense

but

in

both

cases

of

the

L1

and

the

L2

the

process

of

apprehending

the

semantic

range

of

newly

encountered

words

is

constrained

and

shaped

by

the

particularities

of

the

experience

the

learner

has

had

of

the

world

itself,of

related

words

and

of

the

relevant

concept(s).

To

summarize,it

was

recognized

that

L2

lexical

development

differs

markedly

from

L1

lexical

development

insofar

as

it

lacks

a

pre-speech

dimension

and

insofar

as

it

takes

place

in

the

presence,as

it

were,of

an

already

acquired

lexicon

(

Singleton,1999).

However,L2

learners

have

a

number

of

difficulties

in

common

with

L1

learners

in

their

struggle

to

isolate

meaningful

units

and

connect

them

with

aspects

of

realities,to

internalize

the

replicate

the

al

characteristics

of

these

units,and

to

puzzle

out

and

store

their

precise

meanings.

Integration

and

separation

between

the

L1

and

L2

mental

lexicon

There

have

been

controversial

arguments

with

regard

to

the

issue

of

whether

L1

and

L2

mental

lexicons

are

integrated

or

separated.

As

touched

upon

in

the

previous

sub-section,Nan

Jiang’s

view

is

obviously

one

that

supports

the

integrational

line.

Singleton

(1999),through

a

wide

spectrum

of

research,rules

out

the

notion

that

the

L1

and

the

L2

lexicons

are

completely

disconnected

from

each

other,and

the

proposition

that

the

two

lexicons

are

totally

integrated.

The

evidence

which

he

viewed

strongly

support

the

belief

that

L1

and

L2

lexis

are

separately

stored,but

the

two

systems

are

in

communication

with

each

other

---whether

via

direct

connections

between

individual

L1

and

L2

lexical

nodes,or

via

a

common

conceptual

store

(

or

both).

Here

it

is

also

worth

noting

that

the

relationship

between

a

given

L2

word

and

a

given

L1

word

in

the

mental

lexicon

will

vary

from

individual

to

individual,depending

on

how

the

words

have

been

acquired

and

how

well

they

are

known,and

also

on

the

degree

to

which

al

and/

or

semantic

similarity

is

perceived

between

the

L2

word

and

the

L1

word

in

question.

So

it

is

wise

to

take

an

eclectic

attitude

towards

this

issue.

and

meaning

both

play

a

part

in

the

development

of

L2

mental

lexicon

with

one

of

them

as

the

dominant

factor

at

different

phases

of

such

a

development.

It

is

generally

taken

that,at

the

initial

stages,phonology

plays

an

overwhelming

role

while

at

the

later

stages

in

the

development,meaning

comes

to

the

fore.

In

the

long

run,lexical

units

are

increasingly

processed

qua

meaning

rather

than

qua

as

their

integration

into

the

mental

lexicon

progresses.

Representation

of

lexical

items

in

the

L2

mental

lexicon

A

lexical

entry

in

L1

is

generally

considered

to

contain

semantic,syntactic,morphological

and

al

(

phonological

and

orthographic)

specifications

about

a

lexical

item.

These

different

types

of

ination

are

believed

to

be

represented

in

the

two

components

that

make

up

a

lexical

entry:

the

lemma

and

the

lme.

The

lemma

contains

semantic

and

syntactic

ination

about

a

word,for

example,word

meaning

and

part

of

speech,and

the

lme

contains

morphological

and

al

ination,for

example,different

morphological

variants

of

a

word,spelling,and

pronunciation.

One

important

feature

of

the

lexical

representation

in

L1

is

that

these

different

types

of

ination

are

highly

integrated

with

each

entry,such

that

once

the

entry

is

opened,all

the

ination

automatically

becomes

available.

And

this

integration

of

different

kinds

of

ination

into

lexical

entries

requires

extensive,highly

contextualized

exposure

to

the

language

that

one

is

acquiring

or

learning.

Implications

of

mental

lexicon

on

L2

vocabulary

learning

Any

approaches

that

deal

in

isolated

items

have

to

be

supplemented

by

approaches

that

give

full

value

to

the

collocational,grammatical

and

other

dimensions

of

the

lexion.

and

meaning

both

play

an

important

role

in

the

learning

of

vocabulary.

Semantic

association

provide

much

convenience

for

memorizing

vocabulary.

The

typical

approach

is

to

arrange

the

target

words

according

to

semantic

field,which

reflects

the

mental

lexicon

in

the

mind

and

which

involves

the

different

types

of

interrelated

meaning

relationships

such

as

synonymy,antonymy

and

hyponymy.

Consultation

of

the

L1

lexicon

helps

develop

L2

vocabulary

The

two

lexicons

of

L1

and

L2

are

connected

and

in

communication

with

each

other,consultation

of

the

L1

lexicon

will

inevitably

be

a

feature

of

the

learning

and

use

of

L2

vocabulary.

Thus,the

traditional

grammar

–

translation

approach

is

still

having

its

significance

in

L2

learning

area.

3